Social Efficiency Ideology in Teaching - Assignment Example

LESSON BACKGROUND 1. Define Language Experience Language is the verbal representation of both the external and internal world whereby we can communicate the outside world and ideas, feelings and thoughts to another through the use of verbal construction of words. I. SUBJECT MATTER CONTENT (What You Intend to Teach) 2.What You Intend to Teach Concept: Social efficiency ideology in teaching Definition: Social Efficiency ideology “believes that the purpose of schooling is to efficiently meet the needs of society by training youth to function as future mature contributing members of society . . . [with] the skills and procedures they will need in the workplace and at home” (Schiro 86). In other words, the social efficiency ideology puts focus on the needs of the times and what are needed to become a productive member of society and thereby design the educational curricula according to the assessed need of the time. It emphasizes skills and competencies that have to be learned in order to survive in the real world. Importance: this ideology in teaching English is appropriate because communicating in the English language is a basic skill for the child to survive and thrive in the real world. II. INSTRUCTIONAL OBJECTIVE(S)/OUTCOMES (What Is to Be Learned) 1. Objective Write ONE SMART Objective . 1. Specific Content –teaching English language to kindergarten 2. Action Verb Conditions – involves reciting alphabets, construction of syllables, letters and sentences until students are able to read simple sentences 3. Measurable - systematic assessment such as simple recitation and oral assessment will be made to determine the progress and instructional need of students. 4. Resources – cue cards, technology (internet and computer), letter blocks, paper and pencil 5. Time Frame – two months 2. Sunshine State Standards You have to provide this. 3. Goal 3 Standards Refer to your copy of the Goal Three Standards. List three(3) appropriate standards and describe the activities provided for students in this lesson that demonstrate the Goal 3 Standards. How do these relate to the assignment? III. INSTRUCTIONAL PROCEDURES (How You Intend to Sequence Your Lesson) 1. Lesson Initiating Activity (Beginning the Lesson) In introducing the lesson to the pupils, the audience has to consider as children who loves to play and have short attention span. Such, the lesson has to be presented as fun and engaging for the lesson to be effective. . 1. Encourage children to talk what is their favorite game and then ask them to describe them. Most likely boys will talk about sports while girls will talk about their friends. The importance in this activity is to engage the pupils to express themselves. 2. Second, ask them why they like such games. This will provide the teacher an opportunity to assess the language skill level of pupils and can apply necessary changes in the lesson plan when appropriate. 2. DIRECTED (MODELED) Instruction Kindergarten is the stage where children are beginning to read or has just learned how to read. This skill must be enhanced to enable the pupils to acquire other knowledge through the skill of reading. 1. Colorful representation of the alphabets should be used where consonants and vowels are segregated. Most likely, children already know what they are but it would be necessary for them to recite them just to familiarize them. 2. Divide the vowels from the consonants and make it fun that joining them together actually forms syllable then a word. 3. When the pupil has already a grasp that the combination of consonants and vowels actually forms a word, they will be engaged in a game of word creation where they will be given letter blocks to construct words by pairing the letters. 4. Ask the pupils to read the word they just created and let them talk what the words mean. 3. GUIDED PRACTICE Procedures 1. The step 1 above introduced the pupils on the rudiments of word formation on how they represent thoughts, things and everything around and within us. 2. To make them appreciate words further, they will be ask to read single words on a cue card with an attractive picture of what the word meant to guide the pupils. 3. When the pupil progresses, they will eventually be ask to read a very simple story with accompanying attractive pictures to engage their attention. 4. INDEPENDENT PRACTICE 1. To encourage children to work independently and still interested with the subject matter, present them with a stack of colorful pictures whose word equivalents are simple. Pupils will be asked to pick several pictures for their independent work. 2. They can then be asked to write the word equivalent of the picture. The pupils can ask the teacher what the pictures are but they have to write the word themselves. This can be done in groups/teams and can even be simulated as a game on what group was able to make the most right words about the picture. 3. When students has already displayed proficiency with word identification, use and construction, they can be asked to read simple stories to appreciate how those words can generate a thought. 3. Closure Activity The best way to summarize the lesson is through the use of pictures and diagrams. Consonants will be presented with the symbol “+” to augment a consonant that forms syllables. Grouping these syllables together eventually form a word until a phrase is created. It is important that a visual representation should be used to explain the process of thought formation with the use of letters and words. IV. MATERIALS / MEDIA CONNECTIONS 1. Instructional Materials Cue cards with pictures Story books Letter blocks for games Paper and pencil 2. Media Connections 1. Shahi Shahi is a visual dictionary that combines Wiktionary content that includes a definition and examples of word use in a sentence as well as images from flickr, google, and yahoo that correlate with the specified word. Age Group: All ages Content Area: All content Cost: Free Technology Involved: Internet connection (Shahi) 2. Wordle - Wordle is a toy for generating 'word clouds' from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. Age Group: All ages Content Area: All content Cost: Free Technology Involved: Internet connection (Feinberg) V. ASSESSMENT / EVALUATION 1. Rubric (using Rubistar) Assessment techniques must include measurable terms, connect to the concept taught, and link to the SMART objective and performance outcomes (criteria level). List the items in your rubric you expect to evaluate and attach the rubric to your lesson plan. Use Rubistar (http://rubistar.4teachers.org; Do not type www. Rubistar rubrics must be changed for this lesson. They will not meet your needs as they appear. Attach a copy of your rubric. 1. 2. etc. VI. REFLECTION 1. Self -Analysis 1. What part of the lesson plan was most effective for the student. Cite reasons for your feelings. The most effective part of the lesson plan is the use visual aids and technology to engage the pupils that would facilitate ease in learning. Other visual aids were also used such as cue cards with pictures that would help students understand the lessons more. 2. If you were to teach this lesson again, what would you do differently? If I were to teach this lesson again, I will minimize the lecture part and instead focus more on the interactive part to engage the students. 2. Educator Accomplished 3 EAP indicators used (Florida Department of Education, nd pg. 2) 1. Establishes positive interactions between the teacher and students that are focused upon learning. 2. Provides opportunities for students to learn from each other. 3. Practices strategies that support individual and group inquiry. 3.College Conceptual Framework Carefully, thoughtfully, and thoroughly explain in detail how you demonstrated the components of the Conceptual Framework. Use the terms of the conceptual framework when addressing this element of your lesson plan: informed, capable, ethical, reflective decision-maker. One, two, or three sentences are not enough. Works Cited Shahi. “Shahi”. 2009. Blachan.com. Retrieved on November 19,2012 http://www.fldoe.org/dpe/publications/preprofessional4-99.pdf Schiro, M. “Curriculum for Better Schools: The Great Ideological Debate”. Thousand Oaks, CA: Sage. ISBN: 978-1-41295316-0, 1978. Florida Department of Education. “Accomplished Competencies for Teachers of the Twenty First Century”. Retrieved on November 19,2012 http://www.citrus.k12.fl.us/staffdev/PDF/Educator%20Accomplished%20Practices.pdf Feinberg, Jonathan. Wordle. 2011. Wordle.net. Retrieved on November 19,2012 < http://www.wordle.net/display/wrdl/1059224/English_notebook_cover> Read More